Self-regulation and metacognition are important for lifelong functioning and can be strengthened with intervention at a young age. Research proposes that musical play enables self-regulatory development, but lacks rigorous approaches to investigate whether a causal relationship between the two exists. We introduced a musical play intervention in a…

This multi-case study investigated self-regulation of preservice science teachers' (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification program for teaching secondary science,…

The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In…

Self-regulated learning (SRL) is crucial to students' learning. SRL is characterized by students taking initiative, showing perseverance and adaptively regulating their learning. Teachers play an essential role in promoting and fostering this process. However, several studies have shown that in primary education explicit instruction of SRL…

Undergraduate STEM lecture courses enroll hundreds who must master declarative, conceptual, and applied learning objectives. To support them, instructors have turned to active learning designs that require students to engage in "self-regulated learning" (SRL). Undergraduates struggle with SRL, and universities provide courses, workshops,…

Teachers' ability to accurately judge students' monitoring skills is important as it enables teachers to help students becoming better self-regulated learners. Yet, there is hardly any research on this crucial teacher skill and a framework is missing. We present a novel conceptual and methodological framework integrating teachers' judgments of…

We investigated the benefits of two ways to use flashcards to perform retrieval practice: alone versus with a partner. In three experiments, undergraduate students learned word-definition pairs using flashcards alone (Individual condition) or with another student (Paired condition). Participants then made global judgments of learning (gJOLs;…

The present study adopted the structural equation modeling approach to examine Chinese university students' metacognition, critical thinking skills, and academic writing. In particular, this research explored whether awareness in metacognition can foster critical thinking and, thus, lead to enhancement in academic writing. The measure for…

Self-regulation is an essential skill for lifelong learning. Research has shown that self-regulated learning (SRL) leads to greater academic achievement and sustainable education, but students often struggle with SRL. Scaffolds are widely reported as an effective and efficient support method for SRL. To further improve digital scaffolds'…

The current investigation examined multilevel models aimed at predicting two dimensions of homework emotion regulation: emotion management and cognitive reappraisal. Our models integrated key components from self-determination, expectancy-value, achievement goal, learning approaches, and self-regulatory or volitional perspectives. The…

Effective revision necessitates substantial self-regulation in managing the underlying sub-processes and in drawing on relevant knowledge and strategies. Unskilled writers, especially when they have to write in a second/foreign language (L2/FL), might find revision difficult to execute. This study leveraged on the Self-Regulated Strategy…

Self-regulation involves the modulation of one's thoughts, emotions, and behaviors in the pursuit of long-term goals. Students who face difficulties with self-regulation may experience substantial deficits in their academic achievement. However, research has pointed to a number of effective instructional strategies and interventions which may be…

There is substantial evidence that students' use of self-regulated learning strategies is directly related to their motivation to achieve desired learning outcomes (designated outcome motivation: OM). Further, motivational beliefs about the strategies themselves (designated strategy motivation: SM) may also influence strategy use. In the absence…

Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective, students need to engage in accurate metacognitive monitoring to make appropriate metacognitive control decisions. However, the accuracy with which individuals monitor their task…

Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth…